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Agus Pahrudin

Universitas Islam Negeri Raden Intan Lampung

Author-ID : 2525341

Religion Aerospace Engineering Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Motivasi Belajar Santri Dalam Penguasaan Kaidah Daqu Di Pesantren Tahfizh Daarul Qur’an Tegineneng Pesawaran Akbar Rahman; Agus Pahrudin; Nanang Supriadi; Ali Murtadho
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.9901

This research is motivated by the anomaly problem of the speed gap of students in mastering the Daqu Rules method, even though they study in the ecosystem and use the same curriculum. This duration inequality is strongly indicated to be disrupted by a psychological determinant variable, namely learning motivation. Therefore, this study aims to investigate and analyze the dynamics of students' learning motivation in mastering the Daqu Rules at the Tahfizh Daarul Qur'an Islamic Boarding School Tegineneng Pesawaran. The research applied a qualitative method of case study design using purposive sampling on fast, medium, and slow student groups, and collected holistic data through observation, interview, and documentation study techniques. The findings of the research prove that students who are dominated by intrinsic motivations such as theological awareness and independent goals show very rigid discipline, proactive participation, and much faster learning acceleration. On the other hand, students who are extrinsically motivated because of the demands of their parents or simply the rules of the pesantren are prone to experiencing sporadic demotivation, boredom, and stagnation in completing material up to more than one semester. As a concrete recommendation, educators (asatidz) are required to carry out systemic reorientation by not only acting as mechanical pedagogical instructors, but are obliged to transform into emotional architects who proactively engineer a supportive environment to maintain the intrinsic motivation of students.

Teachers' Interpersonal Communication for Internalizing Islamic Values Against Verbal Bullying Mu’adz Haidar Zulkarnain; Agus Pahrudin; Achi Rinaldi; Ali Murtadho
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.641

Verbal bullying in elementary schools remains a persistent problem that is often overlooked as a normal aspect of children's social interaction, despite its potential psychological and socio-emotional consequences. This study aims to examine how teachers’ interpersonal communication strategies facilitate the internalization of Islamic values in addressing verbal bullying among elementary school students. A qualitative case study design was employed in an Islamic elementary school in West Java, Indonesia. Data were collected through participant observation, in-depth interviews, and document analysis involving four teachers and nine students. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. The findings reveal three interconnected communication strategies; i) preventive communication through role modeling (uswah hasanah) and greeting habituation; ii) responsive communication through gentle speech (qawlan layyinan) and empathetic dialogue; and iii) restorative communication through personal advice (mau‘izah hasanah) and the reinforcement of brotherhood values (ukhuwwah). These strategies facilitated the internalization of Islamic values such as rahmah (compassion), ‘iffah al-lisan (ethical speech), and ta‘āwun (mutual assistance), which contributed to reducing verbal bullying tendencies and strengthening students’ awareness of respectful communication. This study contributes to the literature on Islamic educational communication by proposing a value-based interpersonal communication framework for bullying prevention and intervention in elementary school settings.

Transformasi pendidikan abad ke-21 melalui kurikulum berbasis kompetensi: sinergi antara peningkatan mutu dan pembentukan generasi inovatif Muhammad Abdullah Sidiq; Agus Pahrudin; Agus Jatmiko; Koderi Koderi; imam syafei
Didaktika Dwija Indria Vol 13, No 5 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i5.110333

Perubahan global di era digital menuntut sistem pendidikan yang adaptif, inovatif, dan berorientasi pada penguasaan kompetensi. Kurikulum Berbasis Kompetensi (KBK) menjadi fondasi penting dalam menciptakan generasi abad ke- 21 yang mampu berpikir kritis, berkolaborasi, berkomunikasi efektif, serta berinovasi untuk menghadapi dinamika global. Artikel ini mengintegrasikan dua perspektif riset peran KBK dalam meningkatkan mutu pendidikan dan urgensi pengembangannya untuk membangun generasi masa depan melalui pendekatan kualitatif deskriptif berbasis studi pustaka. Hasil kajian menunjukkan bahwa KBK bukan hanya instrumen peningkatan mutu pembelajaran, tetapi juga sarana strategis untuk membentuk human capital yang unggul, produktif, dan berdaya saing global. Implementasi KBK di Indonesia memerlukan penguatan kompetensi guru, reformasi asesmen autentik, serta kolaborasi lintas sektor antara lembaga pendidikan, pemerintah, dan dunia industri agar transformasi pendidikan berjalan berkelanjutan.

Integrating Organizational System and Contingency Theory in Educational Management: A Systematic Literature Review Nurani; Junaina; Agus Pahrudin; Subandi; Encep Syafrudin
Jurnal Perspektif Vol 10 No 1 (2026): Jurnal Perspektif
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v10i1.422

Educational management is increasingly complex due to policy changes, technological advancements, and dynamic social demands. These conditions require management approaches that are both systemic and context-sensitive. This study aims to systematically examine the application of organisational system theory and contingency theory in educational management and to identify patterns of their integration. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. A total of 33 peer-reviewed journal articles published between 2015 and 2024 were retrieved from Scopus, Google Scholar, and DOAJ databases. Data were analysed using a thematic synthesis approach based on theoretical focus and implementation context. The findings indicate that organisational system theory emphasises integration, interdependence among subsystems, and organisational sustainability, while contingency theory highlights leadership flexibility and alignment between management strategies and environmental conditions. The integration of these two theories provides a more comprehensive and adaptive framework for improving educational management effectiveness, particularly within Islamic educational institutions. This study contributes to the development of context-sensitive and sustainable educational management theory.

MANAJEMEN KURIKULUM TAHFIDZ AL-QUR’AN DI SMP TMI ROUDLOTUL QUR’AN METRO DAN SMP IT BAITUNNUR PUNGGUR DALAM PENCAPAIAN TARGET HAFALAN AL-QUR’AN Naila Rahmah Salsabila; Agus Pahrudin; Amirudin Amirudin
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.3011

This study aims to analyze the management of the Qur’an memorization (tahfidz) curriculum in achieving students’ memorization targets at SMP TMI Roudlotul Qur’an Metro and SMP IT Baitunnur Punggur. This research employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The results indicate that the tahfidz curriculum management in both schools has been implemented through systematic planning, implementation, and evaluation with different approaches. The boarding school system is more effective in achieving memorization targets due to intensive learning, a supportive environment, and continuous supervision. Meanwhile, the non-boarding system remains effective through curriculum integration strategies and efficient time management. Supporting factors include the learning environment, teachers’ roles, and parental involvement, while obstacles include limited time and differences in students’ abilities.

MANAJEMEN KURIKULUM, ASESMEN, DAN MUTU PEMBELAJARAN DI SEKOLAH INDONESIA: A SYSTEMATIC REVIEW Okta Iwan Setiawan; Agus Pahrudin; Sri Rahmi
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2493

Objective: This study aims to systematically synthesize the relationship between curriculum management, assessment, and learning quality in Indonesian schools. This research employed a systematic literature review method by following the PRISMA 2020 framework, which includes the stages of identification, screening, eligibility assessment, and inclusion of articles. The data were obtained from scholarly articles relevant to curriculum management, learning assessment, the implementation of the Merdeka Curriculum, and learning quality in Indonesian school contexts. Through the selection process, 42 articles met the inclusion criteria and were analyzed using thematic synthesis. The findings reveal that learning quality is not determined merely by the availability of curriculum documents, but by the coherence between curriculum planning, instructional implementation, diagnostic and formative assessment, academic supervision, and a reflective school culture. The results also show that assessment has a strategic function as an instrument for identifying students’ learning needs, providing feedback, adjusting instructional strategies, and improving the learning process continuously. However, the implementation of curriculum management and assessment in Indonesian schools still faces several challenges, including uneven teacher literacy in curriculum and assessment, the dominance of administrative orientation, limited academic supervision, teachers’ workload, and disparities in school resources. This study concludes that curriculum management, assessment, and learning quality should be understood.

Internalization of Disciplinary Values Through an Integrated Point System at Pondok Modern Darussalam Gontor, Campus 7, Kalianda Muhammad Rifkhi Maulana; Agus Pahrudin; Achi Rinaldi; Ali Murtadho
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.293

This study examines the strategy of internalizing discipline values through an integrated point system at Pondok Modern Darussalam Gontor Campus 7 Kalianda, South Lampung. The research background involves serious problems related to student discipline, including tardiness, absenteeism, and violations of internal pesantren rules. This study aims to analyze the process of internalizing discipline values, the strategies applied, and the impact of the integrated point system on the formation of students' disciplined character. Using a qualitative approach with a case study method, data were collected through participatory observation, in-depth interviews with caregivers, teachers, OPPM administrators, and students, as well as documentation analysis. The results show that the integrated point system at Gontor Campus 7 is implemented through POACE management functions (Planning, Organizing, Actuating, Controlling, Evaluating) managed by the Modern Pesantren Student Organization (OPPM). The internalization process includes three stages: introduction of rules, habituation, and continuous supervision. Forms of reward include praise, reduction of violation points, and granting of leadership responsibilities, while punishment is educative such as additional tasks, special coaching, and temporary revocation of rights. The impact of this system is proven significant in improving student discipline, reducing the number of violations, and creating a conducive pesantren environment. This study recommends strengthening the socialization of the point system to new students and developing a digital-based system to improve transparency and efficiency.

MODEL KURIKULUM ADAPTIF BERBASIS KOMPETENSI ABAD KE-21 DAN LITERASI DIGITAL Achmad Zailani; Agus Pahrudin; Sri Rahmi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11581

ABSTRACT Changes in learning needs, advances in digital technology, and the diversity of educational contexts require a curriculum that goes beyond mere administrative adjustments. This article proposes a conceptual model of adaptive curriculum development that places 21st-century competencies and digital literacy as the primary directions in designing learning experiences. The study employs an integrative literature review of 24 core articles published between 2021 and 2026, complemented by several foundational references to strengthen the conceptual framework. The review process involved keyword identification, source selection based on relevance and academic credibility, full-text reading, thematic coding, and conceptual synthesis. The synthesis integrates five interrelated dimensions: contextual analysis, competency profiles, learning organization, digital literacy, and the implementation ecosystem. Contextual analysis guides the determination of competencies, while learning organization translates these competencies through essential content, active pedagogy, differentiation, and authentic-formative assessment. Digital literacy reinforces the critical, ethical, and responsible use of technology, whereas the implementation ecosystem encompasses teacher professional agency, school leadership, infrastructure readiness, and continuous evaluation. This model positions the curriculum as a dynamic system that assists schools, madrasahs, teachers, curriculum developers, and policymakers in designing contextual, inclusive, and future-responsive learning experiences. ABSTRAK Perubahan kebutuhan belajar, kemajuan teknologi digital, dan keragaman kondisi satuan pendidikan menuntut kurikulum yang mampu bergerak melampaui penyesuaian administratif. Artikel ini merumuskan model konseptual pengembangan kurikulum adaptif yang menempatkan kompetensi abad ke-21 dan literasi digital sebagai arah utama dalam perancangan pengalaman belajar. Kajian dilakukan melalui studi literatur integratif terhadap 24 artikel inti yang diterbitkan pada periode 2021–2026, disertai sejumlah rujukan fundamental untuk memperkuat bangunan konseptual. Penelusuran dilakukan melalui identifikasi kata kunci, seleksi sumber berdasarkan relevansi dan keterverifikasian akademik, pembacaan penuh, pengodean tematik, serta sintesis konseptual. Sintesis tersebut merangkai lima dimensi yang saling berhubungan, meliputi analisis konteks, profil kompetensi, organisasi pembelajaran, literasi digital, dan ekosistem implementasi. Analisis konteks memberi arah bagi penetapan kompetensi, sedangkan organisasi pembelajaran menerjemahkan kompetensi melalui konten esensial, pedagogi aktif, diferensiasi, dan asesmen autentik-formatif. Literasi digital memperkuat penggunaan teknologi secara kritis, etis, dan bertanggung jawab, sementara ekosistem implementasi mencakup agensi profesional guru, kepemimpinan sekolah, kesiapan infrastruktur, serta evaluasi berkelanjutan. Model ini memosisikan kurikulum sebagai sistem dinamis yang membantu sekolah, madrasah, guru, pengembang kurikulum, dan pengambil kebijakan merancang pembelajaran kontekstual, inklusif, serta responsif terhadap perubahan masa depan.

Analisis Hakikat, Prinsip, dan Landasan Pengembangan Kurikulum Pendidikan Agama Islam: Kajian Literatur: Analisis Hakikat, Prinsip, dan Landasan Pengembangan Kurikulum Pendidikan Agama Islam: Kajian Literatur Luthfia Hanifatus Saiyidah; Agus Pahrudin; Agus Jatmiko; Koderi Koderi
Paedagogie Vol 20 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v20i2.15310

This study was focused on analyzing the essence, principles, and foundations that serve as the basis for developing the Islamic Religious Education (PAI) curriculum through a review of recent literature. The method employed was library research, conducted by examining a range of scientific journals and books published within the last 5”“10 years. Based on the findings, it was identified that: (1) the essence of the PAI curriculum is grounded in theological foundations derived from the Qur’an and Sunnah, and is directed toward adapting to the demands of the 21st century; (2) the principles of curriculum development were found to emphasize contextual relevance, value integration, competency achievement, and flexibility in implementation; and (3) the foundations of curriculum development encompass philosophical, sociological, psychological, as well as technical and political dimensions of education. The reviewed literature also revealed that the implementation of the PAI curriculum still faces several challenges, such as the suboptimal readiness of teachers, the limited availability of adaptive teaching materials, and the need to integrate 21st-century skills into the learning process. Based on these findings, it is recommended that teacher capacity be strengthened through continuous training, the development of teaching materials based on local contexts and Islamic values from the Qur’an and Sunnah, and the enhancement of cross-stakeholder collaboration to ensure the relevance and effectiveness of the PAI curriculum implementation. Keywords: PAI Curriculum, curriculum essence, development principles, foundations, library research.

Pengorganisasian Kurikulum Merdeka Dalam Mengembangkan Higher Order Thinking Skills (HOTS) Siswa Sekolah Menengah Di Indonesia: Systematic Literature Review Diyan Firmansyah; Agus Pahrudin; Sri Rahmi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.523

The organization of the Merdeka Curriculum has emerged as a significant factor in fostering the development of Higher Order Thinking Skills (HOTS) among secondary school students in Indonesia. This study seeks to analyze and synthesize findings from previous research concerning the organization of the Merdeka Curriculum in enhancing students’ HOTS through a Systematic Literature Review (SLR) approach. The research was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Data were collected from various national and international scientific publications issued between 2021 and 2026 that discuss the implementation of the Merdeka Curriculum and the development of HOTS. Despite these positive findings, the implementation of the Merdeka Curriculum still encounters several challenges, such as limited teacher competence in designing HOTS-based learning, insufficient technological infrastructure, and varying levels of school readiness. Consequently, stronger policy support, continuous professional development programs for teachers, and comprehensive improvements in the education system are necessary to ensure that HOTS development through the Merdeka Curriculum can be implemented effectively, consistently, and sustainably.

Co-Authors AA Sudharmawan, AA Abdul Aziz Al Faruq Achi Rinaldi Achi Rinaldi Achi Rinaldii Achmad Zailani Adib, Muhammad Adinda, Charisma Aditia Fradito Aditya, Viqri Adityo, Dimas Adzkiyaunuha, Moh Afrianto Afrianto Afrianto, Afrianto Agus Apriansyah Agus Faisal Asyha Agus Jarmiko Agus Jatmiko Agus Pamuji Agus Susanti Agustina, Safitri Ahmad Faisol Ansori Ahmad Fauzan Ahmad Fauzan Ahmad Fauzan Ahmad Ilham Fadli Ajir, Ikhtiar Cahya Akbar Handoko Akbar Rahman Akmansyah Akmansyah Al Faruq, Abdul Aziz Al Imron, Muhammad Al Khansa, Elsa Alfiani, Defi Ali Murtadho Ali Murtadho Ali Murtadho Ali Murtadho Ali Murtado Althaf Javid H. Aziz Amia Kasmila Amirudin Ana Mega Selviani Andi Thahir Andrini, Mike Angga Pratama Anggil Viyantini Kuswanto Anggini, Viggy Ani Sopiani Martinah Anistalidia Anistalidia Annisa Rahmawati Anwar Hidayat Anwar, C. Apfrilia, Dea Putry Apriansyah, Agus Apriliani, Ike Armayoga, Bagas Asip Ependi Astoya Saimulani Asy Syauqi, Icha Atmim, Roro Aulia Annisa Aulia, Ayu Azad, Inamul Azar, Dhea Azet Sampurna Baehaqi Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin Baijuri Basyar, Syarifudin Bayo Hadomuan Tanjung Beliyawati, Beliyawati Betria, Arjuni Bujang Rahman Burhanudin Khairi Cahniyo Wijaya Kuswanto Cahyon, Heri Chairul Anwar Cindy Lestari Citra Sukma Rara Damayanti, Erlian Eka Daniel Irvansyah Dea Asmara Deka Meuthia Novari Della Aprilia Desiana Desiana Desiana Desiana, Desiana Desmawati Desmawati Deti Elice Dewi Ningsih Dewi Ningsih, Dewi Dharmawan Dharmawan, Dharmawan Dhea Arianti Dian Resti Ningsih Dika Syam El-Fatony Diyan Firmansyah Dona Dinda Pratiwi Dwi Rahayu Utami Efendi, Asip Ega Apriyana Elly Kurniawati Emilya Majid Encep Syafrudin Ependi, Asip Era Octafiona Erlina ERLINA Erlina Erlina Erlina Erlina Erlina Erlina Erliyana Erliyana Eti Hadiati Evi Gusliana Evi Gusliana Fadila Rahmah Fadillah, Thania Fahri, Agung Family, Ade Vera Yantika Farida Farida Farida Farida Farida, Farida Fatimah, Risa Nalwi Fauzan , Ahmad Febriana, Wahyu Ferunika Ferunika Fitra Zahrotul Luqmi Fitriani Fitriani Fitriyana Fitriyana, Fitriyana Gios Adhyaksa Guntur Cahaya Kesuma Hadi, A. Ikhlas Muhtar Hamdi Abdul Karim, Hamdi Abdul HAMIDAH Hapid Hapid, Hapid Hariyanti, R A Mustika Hasanah, Tarekah Hendri Setiabudi Sukma Heri Cahyono Herlina Herman Susilo Heru Juabdin Sada Hidayat, Nurdin Hikma Apriani Hikma Apriyani Hikma Apriyani Husnilawati Husnilawati, Husnilawati Ice Rosina Sari Icha Mufassiroh Asy Syauqi Ida Faridatul Hasanah Idham Kholid Iip Sugiharta Ikat Sutriani Ikhtiar Cahya Ajir Iksan, Zanaton H Ilham Fatoni Ilham Fatoni Imam Syafe'i Imam Syafei Imam Syafe’I Imam Syafe’i Indah Resti Ayuni Suri Irawan, Rudy Irwandani Irwandani Irwansyah Irwansyah Iskandar Iskandar Iskandar Iswati Iswati, Iswati Jamal Fakhri Jaya Kesuma, Muhammad Ilham Juhainah, Juhainah Juli Yansyah, Muhammad Eko Julya, Ayu Julya Junaidah Junaina Junaina Junaina Junaina Junaina Kamelia Kartika Sari Kesuma, Guntur Cahya Kiki Nurjanah Koderi Koderi, Imam Syafe’i KOMARUDIN Kuswanto, Riyan Terna Latifah, Anggun Anisau LESTARI, DEVI PUTRI Listiyani Siti Romlah Luthfia Hanifatus Saiyidah Luthfiah, Binti M Juhri AM M. Izzad Khairi Yazdi M. Izzad Khairi Yazdi Masykur, Rubhan Maylia Khairunnisa Baher Mazaya Linda Shilmina Meisuri Merita Diana Mike Andrini Mu'adz Haidar Zulkarnain Muflikhatun Muhammad Abdullah Sidiq Muhammad Akmansyah Muhammad Al Imron Muhammad Fajar Muhammad Ilham Jaya Kesuma Muhammad Muchsin Afriyadi Muhammad Rifkhi Maulana Mukhtar Hadi Mukhtar, Sajida Mulyani, Nina Munawar, Agus Murtadho , Ali Murtadlo Murtadlo Murtando Murtando Mustofa Mustofa Mustofa, Nuryadin Ali Muzekki Mu’adz Haidar Zulkarnain Nabil Tito Prasetyo Nabil Tito Prasetyo Nadhifa Arufah Chafshah Nafisah, Annisa Zauhar Naila Rahmah Salsabila Namiri , Zaiyad Nanang Supriadi Nanda Sugesti, Vina Nirva Diana Nirva Diana Noormawanti, Noormawanti Nova Erlina Nukhbatul Bidayati Haka NUR HASANAH Nur Rohfitta Nurani Nurani Nurani Nurani Nurani Nurasih, Etri Nurdin, Rahmawati Nurhasanah Leni Nurhasanah Leni Nurjanah, Amaliya NURUL HIDAYAH Nurul Hidayah Octaviani, Annisa Oki Dermawan Okta Hari Kharisma Okta Iwan Setiawan Oktarisa, Y. Pertiwi, Resta Okta Pramodana, Dimas Raba Pratama, Riki Adi Purwiro Harjati Putri Aulia Putri, Dini Prima Putri R A Mustika Hariyanti R A Mustika Hariyanti R. Suyanto Radjendra, Ryan Rahmad Purnama, Rahmad Rahmah, Fadila Rangga Bagaskara, Figo Ratna Dewi Setyowati Ratu Vina Rohmatika Ratu Vina Rohmatika, Ratu Vina Refliyanto Refliyanto Renny Yunus Rio Renaldi Rita Ningsih Riyan Terna Kuswanto Riyan Terna Kuswanto RIYAN TERNA KUSWANTO Rizki Wahyu Yunian Putra Ro'inatuz Zahro Robi Irawan Rohman, M. Zainur Rosa, Kemala Sandi Rotama, Andra Rudi Irawan Rukimin Rukimin Rumadani Sagala Saiful Bahri Saiful Bahri Samsul Hadi Samsul Hadi Sapitri, Vera Saputri, Aprilis Sari, Indah Nur Bella Sela Sopiana Selvia, Devi Sela Eka Setyawati, Eny Sihotang, Donald Harris Silpa Sintaria Marsela Siti Khotimah Siti Patimah Siti Romlah, Listiyani Sovia Mas Ayu Sri Purwanti Nasution, Sri Purwanti Sri Rahma Sri Rahmi Sri Rahmi Sri Rahmi Sri Rahmi Subandi Subandi Subandi Sudjarwo Sudjarwo Sufian, Muhammad Suherman Suherman Suherman, Suherman Sukma, Hendri Setiabudi SULASTRI Sunarto Sunarto Suresmi Suresmi Suryono Suryono Susanti, Lisa Dwi Suyarti, Sri Suzana, Hera Syafrimen Syafril Syahyudi, Arman Syarifudin Basyar syifa, Sunariyah Syifaul Karima Tarekah Hasanah Teguh Setia Isma Ramdan Tila Paulina Tisnawati , Nina Tisnawati, Nina Tri Anjar Trian Hermawan Triyana, E. Umi Hijriyah USWATUN HASANAH Vera Nurmalia Viggy Anggini Vigi Diah Nur'Aini Vika Desy Wulansari Vina Rohmatika, Ratu Wahid, Latiful Wahyu Febriana Wakidi Wakidi Wildayah Musyafa Yaumas, Nova Erlina Yeni Arista Yetri Yetri Hasan Yuberti Yuli Supriani Yuli Yanti Yuli Yanti Yuli, Yuli Yanti Yuni Arkhiansyah Yunus, Renny Yurnalis Etek YUSNITA, ERNI Yustiasari Liriwati, Fahrina Yustika Fatimatuz Zahra Zahra, Yustika Fatimatuz Zahro, Ro'inatuz Zahrotul Luqmi, Fitra Zainal Arifin Zaiyad Namiri Zakia Al Erza, Rahma Zanaton H Iksan Zulaeha, Neneng

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